Reference no: EM133634577

Question

This study addresses the challenge of maintaining students' continuous usage intention in asynchronous online courses, a format that gained popularity in higher education, particularly during the COVID-19 pandemic. The research incorporates four key factors - namely, intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement; linked to students' continuous usage intention. These factors are integrated into the technology acceptance model (TAM) to identify their influence on students' continuous usage intention. The study surveyed 325 college students and employed structural equation modeling for analysis. The findings reveal that cognitive engagement is the sole factor directly related to continuous usage intention. Intrinsic motivations, extrinsic motivation , and the perception of multiple sources indirectly correlated with continuous usage intention through different pathways. The study contributes both theoretically and practically. Theoretically, it verifies the key learning factors integrated into TAM and their relationships with continuous usage intention in asynchronous online courses. Practically, it emphasizes the importance of considering intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement, and TAM when designing and conducting asynchronous online learning courses to ensure sustained usage intention among college students.